Critical Importance of Emphasising Working-Class Parents in Digital Inclusion: A US Latino/a Case Study
In this article, we draw on extensive qualitative data to analyse the specific case of a digital inclusion program launched by the non-profit organisation River City Youth Foundation, located in Central Texas. The case is particularly interesting because the organisation, which is primarily a youth centre, realised they needed to start including parents in their programs in order to achieve their first and foremost institutional goal: to increase the number of low-income youth in US colleges. For this study, we use Pierre Bourdieu’s theories of capital to analyse how the organisation integrates education in their digital inclusion program—called ¡TechComunidad! — and thus how they instil techno-dispositions and cultural capital about how US education works in parents of children in kindergarten to 12th grade (K-12). This case is also relevant because it is related to a specific community of low-income Latino immigrants, mostly of Mexican descent, who live in a neighbourhood, where most of the residents are Hispanic. The ¡TechComunidad! program may take between six and eight weeks, and at the end of the training, grants participants a Chromebook – a laptop with a Google OS that only works with internet connectivity. Our results suggest that the organisation managed to instil techno-dispositions and knowledge of education, but parents may still face other sorts of divides, once they bring their Chromebook home.
Copyright (c) 2018 Cláudia Silva, Adolfo R. Mora, Joseph D. Straubhaar
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